Curriculum

Curriculum

Our curriculum is based around the National Curriculum 2014.

Overview

The national curriculum is a set of subjects and standards used by primary and secondary schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject.

Documents relating to the National Curriculum are available in school and the gov.uk link: https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum . If you have any concerns about the curriculum initially these will be dealt with through discussion with the class teachers or headteacher or considered to be a formal complaint under Section 23 of the Education Reform Act Circular 1/89 and the Local Authority would be consulted.

Please use the links below to find out what our children will be taught.

 

Curriculum List

Please expand on the subjects below for more information

Our School Curriculum

We ensure that effective teaching of the National Curriculum will give the pupils within our schools a broad and balanced education. Our policies, reflecting the aims of the National Curriculum, are planned to cater for the continuing personal development of each individual. We recognise that effective delivery of this curriculum is just one stage in the long-term plan for the development of our children’s education.

All of the subjects of the National Curriculum are taught in this school and emphasis is put on providing our children with comprehensive literacy and numeracy skills.

Cornerstones Curriculum

Since April 2016, our federated schools have implemented Cornerstones Curriculum to support us in designing, delivering and managing full coverage of the National Curriculum. Originally inspired by a study visit to the pre-school settings of Reggio Emilia, the Cornerstones approach centres on the belief that children learn better when their interests and fascinations are allowed to flourish, where they are encouraged to explore subjects in a variety of ways and are viewed in terms of their strengths, not their weaknesses. By combining this approach with years of teaching experience, Cornerstones have developed their own four-stage teaching philosophy: Engage, Develop, Innovate, Express.

Click here to view The Four Cornerstones

It is the Cornerstones four stage philosophy that brings the curriculum to life. Each stage provides opportunities for children to learn and respond in a variety of ways, keeping projects flexible and able to follow children’s interests and needs. Please look at the Cornerstones website for more information:

https://cornerstoneseducation.co.uk/

We offer wide and diverse opportunities for learning in order to develop self-reliance, positive attitudes and an ability to apply the skills learnt in school to solve real problems.

We endeavour to equip our pupils with the skills necessary to lead a full life within our primary school and to nurture a desire for education, which will lead them to become life-long learners.

We believe that high aims and expectations produce high standards and high levels of attainment.  We make provision for intellectual, social, moral and physical development by:

  • Developing a child’s ability to communicate effectively
  • Helping pupils to acquire reading skills
  • Achieving soundness of understanding with regard to Numeracy and Literacy
  • Supporting the development of writing skills
  • Nurturing the ability to appreciate artistic and creative aspects of education
  • Fostering an awareness of the geographical, historical, scientific and social aspects of their environment and heritage
  • Developing agility and physical co-ordination – the ability to use the body efficiently and expressively
  • Having an understanding of how to live healthily
  • Instilling the values of integrity, honesty, courtesy and respect for the diversity of life and lifestyles

Assessment

The children’s work will be regularly marked and children will receive positive guidance on ways to develop their skills.

We assess the work of our pupils both informally and formally and monitor each child’s attainment against national standards.

Reading Schemes

Across both of our schools, we use a range of reading schemes including Letters and Sounds (Junior Learning), Floppy’s Phonics, Oxford Traditional Tales, Songbirds Phonics, Project X and Code X. All of our books have been book banded according to nationally recognised book banding colours. We also have a good selection of quality novels and picture books for our pupils to take home and share.

Curriculum Plans

KS1 2020-2021

KS1 2021-2022

KS2 2020-2021

KS2 2021-2022

KS2 2022-2023

KS2 2023-2024

Preschool 2020-2021

Preschool 2021-2022

Reception 2020-2021

Art and Design

Art and Design Long Term Plan

Art and Design Progression Map

During the time that any child spends with us we will endeavour to give him/her the experience of working with different mediums – paint, papier-mâché, clay, printing mediums, fabrics. Our studies in Art encompass an awareness of art and artists, the skills of sketching, observational drawing and colour mixing and working with 3D form.

Whenever possible we will encourage people engaged in ‘art as a profession’ to share their expertise with our pupils.

We believe that Art is an important aspect in the development of any child. It is an area of the curriculum in which every child can experience success. Within the school we try to use Art to support other study areas as well as giving full credence to its importance as a subject in its own right

Computing

Computing and E-Safety at Carlton and Bisldale

Revised Computing Curriculum Plan

How is our curriculum delivered?

At Carlton & Faceby and Bilsdale, computing is taught in discreet computing lessons on a weekly basis. The computing curriculum is delivered through our own scheme of work based and developed with the support of Purple Mash. Every lesson in our scheme has been individually planned so that it can be effectively taught using the infrastructure we have in place at school and so that it can meet the needs of all our pupils. Our scheme has been closely referenced against the 2014 National Curriculum attainment targets in order to ensure progression and coverage.  Having discreet lessons means that the children are able to develop depth in their knowledge and skills over the duration of each of their computing topics. Topics are carefully planned across the year and across year groups to allow pupils to revisit the skills taught at different points.

Online safety is taught under the umbrella of Personal, Social and Health Education (PSHE) and closely linked to specific events in the academic year to raise the profile of specific issues, such as online bullying with anti-bullying week to allow the pupils to see the connections of what they are being taught in the real world. Where appropriate, meaningful links will be made between the computing curriculum and the wider curriculum.

In computing lessons, the children will use either iPads or laptops in order to access a range of apps and software. Discreet computing lessons will focus on the curriculum skills of information technology, digital literacy and computer science. Pupils are also given many opportunities to apply their skills and knowledge to other areas of the curriculum, for example, when producing presentations or researching using the internet at several points across their weekly lessons. Children’s progress is assessed termly against our formative assessment tool. Children are given feedback and ways to improve their work either verbally or through written feedback in their books.

For an overview of the creative content in Computing for the whole school, please click below.

Purple Mash Scheme of Work Overview with mixed age

What difference is our curriculum having on pupils?

Our approach to the curriculum results in a fun, engaging, and high-quality computing education. The quality of children’s learning is evident in the pupil’s books and in their folders on the network. Evidence such as this is used to feed into teachers’ assessment and future planning. The curriculum has been designed to allow teachers are to revisit skills and knowledge and build upon it, ensuring progression and bridging gaps, when necessary.

Much of the subject-specific knowledge developed in computing lessons equips pupils with experiences which will benefit them in secondary school, further education and future workplaces, as well as providing them with the tools to cope with the pressures of a fast-paced and ever-changing digital society. From research methods, use of presentation and creative tools, digital resilience and critical thinking, computing at Carlton & Faceby and Bilsdale gives children the building blocks that enable them to pursue a wide range of interests, careers and vocations in the next stage of their lives.

https://www.gov.uk/government/publications/national-curriculum-in-england-computing-programmes-of-study

Purple Mash

Click here to view Carlton Faceby’s log in area

English & Phonics

 

English Long Term Plan

Grammar Long Term Plan

Reading and Phonics

Writing Over view

Progression of Skills in English

Y1 English

Y2 English

Y3 English

Y4 English

Y5 English

Y6 English

Phonics Letters and Sounds Progression Summary

English

Our aim is to provide the skills that are necessary to enable each child to be literate in the very broadest sense of the word – by being an active user of language – reading, writing and speaking. Children are given tasks at appropriate and differentiated levels. Where appropriate, Information Technology is used to enhance or support their work.

Reading

We want our children to read fluently and with understanding. We encourage a love of books – a sharing of our joy at discovering pleasure in a wide variety of books. There are daily opportunities for reading and we encourage our pupils to read regularly to their parents/carers. To support this we have a home/school reading record.
We encourage the use of books for both reference and pleasure because we believe that referencing skills can support a child to develop the skills of becoming an independent learner.

Writing

We provide our children with a variety of opportunities for writing. We aim to teach and encourage the understanding of English structure and correct spelling as well as giving opportunities for creative and extended writing. We believe that language skills cannot be learned in isolation – they are learned and applied by children being active participants in the listening, speaking and writing of English.

We endeavour to foster confidence and enjoyment in writing in its many forms, including poetry and song.

We use a wide variety of materials to stimulate the children’s learning including video clips, music, educational visits, books and ICT programmes. These are not an end in themselves, but provide an opportunity for the children to demonstrate their skills and for their learning to be put to effective use.

 Handwriting

The children are encouraged to develop a script, which is based on the Nelson scheme. We feel that the presentation of work is very important because it is a means of communicating; and as such should be legible and well formed. Well-presented work can encourage a child to take a pride in his/her work.

Spelling

We use Spelling Shed which has been designed to give 100% coverage of the National Curriculum.

The scheme is divided into six stages, each stage corresponding to the respective school year. Within each stage there are weekly objectives and spelling lists that give a steady progression through the curriculum as well as review and challenge lists to extend vocabulary. For each week’s spelling list we provide a traditional printable practice sheet that follows the look-cover-write-check format. We also provide a printable activity for each list that can be used in class, as a homework or where technology is not available.

Speaking and Listening

We provide opportunities for ideas to be discussed with others. In this way we feel that we are building on foundations, already laid before a child begins school. Children are encouraged to express their views and support them with relevant facts. We encourage pupils to appreciate the importance of listening to the views of others. By listening to others they will, with consideration, understanding and careful thought learn how to judge what is fair and acceptable. We teach, and regularly consolidate, listening skills

Phonics

In Foundation Stage and Key Stage One the children are taught to read using Letters and Sounds. Phonics is taught on a daily basis within class. The children will receive a 20 minute discrete phonics session. The phonics will then be reinforced through reading, literacy and other activities and a weekly spelling test will include these sounds.

Letters and Sounds

Letters and sounds gives early years practitioners and teachers a powerful phonics teaching tool to ensure that young children are well-placed to read and spell words with fluency and confidence by the time that reach the end of Key Stage One. This is an entitlement we want to achieve for every child.

High Frequency Words

Phonics sessions within in the week will also focuses on reviewing and teaching of high-frequency words. we send home differentiated word lists that will give the children a range of words they need to learn to read and write by sight, by the end of the year. we will be asking the children to practise spelling a short list of target words each week. We will be checking these spellings in a weekly spelling assessment. The words will go home each week to help the children practise.

We also have a selection of appropriate ‘book banded’ texts available in all our classrooms that cater for all reading levels. Children are matched to a colour band in accordance with their phonic ability. This is assessed on a half termly basis to ensure children are reading within the correct colour band.

Throughout all key stages children have regular access to reading sessions, where texts are explored with a particular focus i.e. use of vocabulary, structure of different text types.

At Bilsdale and Carlton Schools, we believe in developing a reading culture throughout the school by creating and valuing welcoming book areas in all classrooms, a school library hosting a mixture of books, and raising the profile of reading through a print rich environment, attractive book displays and promoting the written word at all times. Alongside this we run a weekly reading raffle to encourage and value the children’s reading at home.

Parents are integral part in the children’s ‘reading journey’. We promote children to read at home on a daily basis and communication between school and home is recorded in a ‘Reading Record’. Children who read at home at least four times a week are entered into a weekly reading raffle.

We invite parents/ members of the community to come and read with children both individually and as a group.

https://www.gov.uk/government/publications/letters-and-sounds

https://www.phonicsplay.co.uk/

Design and Technology

DT Progression Map

DT Long Term Plan

What are the aims of our curriculum?
Design and Technology encourages children to learn to think and intervene creatively to solve problems both as individuals and as members of a team. We inspire children to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. We aim to, wherever possible, link work to other disciplines such as science, computing and art.

 

How will teachers deliver the curriculum?
Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in a process of designing and making. Key skills and key knowledge for D and T have been mapped using the National Curriculum 2014 to ensure progression across the Key Stages.

 

National Curriculum: Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts (for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment).

 

KS1 Design

When designing and making, pupils should be taught to:

design purposeful, functional, appealing products for themselves and other users based on design criteria

generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

KS1 Make

select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]

select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

KS1 Evaluate

explore and evaluate a range of existing products

evaluate their ideas and products against design criteria

KS1 Technical knowledge

build structures, exploring how they can be made stronger, stiffer and more stable

explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

 

KS2 Design

use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

KS2 Make

select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

 

KS2 Evaluate

investigate and analyse a range of existing products

evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

understand how key events and individuals in design and technology have helped shape the world

KS2 Technical knowledge

apply their understanding of how to strengthen, stiffen and reinforce more complex structures

understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

apply their understanding of computing to program, monitor and control their products.

 

Cooking and nutrition

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. Pupils should be taught to:

Key stage 1

use the basic principles of a healthy and varied diet to prepare dishes

understand where food comes from.

Key stage 2

understand and apply the principles of a healthy and varied diet

prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

 

What are the intended outcomes for pupils?
Children will design and make a range of products. A good quality finish will be expected in all design and activities made appropriate to the age and ability of the child. Children learn how to take risks, becoming resourceful, innovative, enterprising and capable.

 

 

Each unit of work taught should contain the 4 main principles:

1) Design: Conducting research, planning and discussing ideas

2) Make: Working with tools, equipment, materials and components to make quality products

3) Evaluate: Skills of Judgement and Evaluation towards processes and products used

4) Improve: Acquiring and applying knowledge to inform progress further

 

KS1 Year A Textiles Structure/construction/mechanisms

Food

 

Term 1      
Childhood    

Cook party food from the 1950s

Select and use appropriate fruit and vegetables, processes and tools

Muck Mess and Mixtures    

Food tasting

Origins of food

Healthy meals

Following recipes

Designing an outdoor kitchen

Term 2      
Paws Claws and Whiskers Animal Puppet

Design and make a label for a can of tiger food.

Designing and making animal enclosures

 
Scrumdiddlyumptious!    

Begin to discuss food choices

Developing enthusiasm for cooking and healthy eating

Term 3      
The Scented Garden  

Make fragrant products- scented play dough

Play, explore and experiment in an outdoor mud kitchen

Make planters from old wellies, plastic bottles, painted flower pots and containers.

Discuss where food comes from, linking to work in Science

Select and use appropriate fruit and vegetables, processes and tools

Design a healthy picnic – make a picnic item

 

Wriggle and Crawl  

Design and make a 3-D model of a minibeast.

Origins of food

Selecting natural materials

Use honey to make delicious baked treats, such as honey flapjack, honey baked bananas and honey buns.

 

 

KS1 Year B Textiles Structure/construction/mechanisms Food
Term 1      
School Days Sew a simple Victorian Sampler with running stitch  

Select and use appropriate fruit and vegetables, processes and tools

Victorian recipes

 

Moon Zoom   Design and make a model spaceship or rocket using a variety of junk materials. Design and make space-themed vehicles Explore and evaluate a variety of space-related toys, including rockets, space buggies, figures and costumes. Make star biscuits
Term 2      
Magnificant Monarchs   Making castles using construction and or junk modelling.

Make food for a royal tea party

 

Bright Lights Big City  

Taxi- chassis and how they work together to make a vehicle move.

Use images of famous London landmarks to make models, using construction kits.

Construct tall buildings to make a city landscape using cardboard boxes, crates and other large-scale materials.

Bake Bread

Create an old-fashioned bakery, baking bread, cakes and biscuits.

Term 3      
Coast Line  

Beach Hut mini project

making a model beach hut, using the basic 3-D wooden box frame.

Make sea biscuits
Beach Combers Seagull finger puppets  

Design a healthy picnic – make a picnic item

 

 

 

KS2 Year A Textiles Structure/construction/mechanisms Food

Term 1

 

     

Childs War

 

Make do and mend – upcycling a piece of clothing or fabric into something else.

 

Use a range of materials to construct a structurally sound miniature Anderson shelter.

War time recipes cooking

Find and make popular wartime foods.

 

Potions   Follow instructions to make homemade bath bombs using essential oils,

Make chocolate love hearts.

Make ice cream, ice pops or lollies

Term 2

 

     

Frozen Kingdom

 

  Building an igloo  

Scrumdiddlyumptious!

 

 

Design and make packaging for a fantastical fruit or silly sweet.

 

Nutrition

Bake bread adding a range of extra flavourings, to vary the taste.

Follow recipes to make and bake a range of special celebration or festival foods.

Inventing a smoothie

Term 3      

Allotment

Sow Grow and Farm

 

Making planters

Making structures for growing plants such as a wigwam to support bean plants and simple cloches

 

Make tasty dishes using some of the UK’s most common crops.

Seasonal food and recipes

Beast Creator Create fantasy beasts in 3-D, using the techniques of stitching, bonding, cutting and joining. Choose from a range of textile and sculptural materials,

Minibeast Hotel

 

 

 

KS2 Year B Textiles Structure/construction/mechanisms Food
Term 1      

I am Warrior

Emperors and Empires

Moving Parts

Model Making

Shields and helmets

Make a Roman catapult

Roman design

Working Models

Roman food;
Predator   3-D scale models  
Term 2      

Traders and Raiders

 

Anglo Saxon coin purse

 

Viking sailing boats

Anglo-Saxon charms.

Models of Anglo Saxon Homes

Rune Stones

 

 
Flow   Mechanical Systems; Structures  
Term 3      
Darwin’s Delights      
Road Trip USA Dream Catchers

Model Making

Totem Pole Design

Preparing US  Dishes

 

 

KS2 Year C Textiles Structure/construction/mechanisms Food
Term 1      
Gods and Mortals     Make Greek flat breads and tzaziki
Burps Bottom and Bile

Make a wearable digestive system T-shirt.

 

Model the digestive system

Adapt popular recipes to make healthier snack options.

Make healthy options that support digestive health

 

Term 2      
Mighty Metals Make mini parachutes using a selection of materials, such as plastic bags, nylon and paper…

Make simple spinners.

Design and make a magnetic travel game.

Design and make wind chimes from old metal objects.

Building an Iron Man; Using electrical circuit

 
Blood Heart   Selecting tools and equipment; Product packaging; Working models Healthy recipes;
Term 3      
Misty Mountain winding River   Satellite mapping; Using GPS devices; 2- D animation; Online research  
Hola Mexico   Evaluating and Making Instruments

Food of Mexico

Follow recipes and cook a range of savoury Mexican dishes.

Read a range of recipes for traditional and contemporary Mexican fruit drinks and choose one to make.

Find out about the Maya chocolate making process and then make chocolate.

 

KS2 Year D Textiles Structure/construction/mechanisms Food
Term 1      

Tribal Tales

Through the Ages

Weaving

Tool Design and Making;

Design an Iron Age brooch, pin or piece of jewellery and make it from a modelling material,

Construct a monument

 

 
Time Traveller   Selecting Materials  
Term 2      
Star Gazers   Selecting Materials, Design Research Structures, Evaluation  
Revolution Sew a simple sampler using different coloured threads and trying out different stitches   Follow recipes to make popular dishes of the day, such as bread, soup and jam Making a Victoria Sponge
Term 3      

Tremors

Rocks Relics and Rumbles

 

Build an earthquake-proof tower or shelter.

Design and make a seismograph to record the magnitude of an mini earthquake.

Ration pack for a disaster zone – linked to science healthy eating/nutrients
Blue Abyss  

Submarine design

Working Models

 

 

 

Forest Schools

What is a Forest School?

A Forest School is an innovative educational approach to outdoor play and learning. The philosophy of Forest Schools is to encourage and inspire individuals of any age through positive outdoor experiences.

By participating in engaging, motivating and achievable tasks and activities in a woodland environment each child has an opportunity to develop motivation, emotional and social skills. These, through self awareness can be developed to reach personal potential.

Our Forest School, based on the Carlton site, aims to demonstrate success by visiting the same locality on a regular basis and through play, have the opportunity to learn about the natural environment, how to handle risks and most importantly to use their own initiative to solve problems and co-operate with others.  Our Forest School programme will run throughout the year, going into the school grounds in all weathers (except for high winds). Children use tools, play, learn boundaries of behaviour; both physical and social, establish and grow in confidence, self-esteem and become self motivated.

Forest School will aim to develop:

  •     Self Awareness
  •     Self Regulation
  •     Intrinsic motivation
  •     Empathy
  •     Good social communication skills
  •     Independence
  •     A positive mental attitude, self-esteem and confidence

Forest School creates a unique learning vehicle to utilise our local open space for interactive play, health, recreation and personal development.

Children need time to thoroughly explore their thoughts, feelings and relationships. This time and reflective practice develops understanding of the world, the environment and everything within it through the use of emotions, imagination and senses.


To find out more about what is happening in our Forest School, on our confederated day, visit our Forest School Notice Board in School.

Geography

Geography Long Term Plan

Geography Progression Map

Within our school we teach the geographical skills and awareness issues which are outlined in the National Curriculum

We try to make our children aware that many aspects of geography impact upon other subjects including science.

The school aims to give the children an awareness of the world in which they live by exploring map skills, environmental and resource issues and ensuring that our pupils have knowledge and understanding of the effect of climate upon people’s lives and animal habitats.

History

History Long Term Plan

History Progression Map

The National Curriculum gives children wide exposure to topics of local, national and international interest. Attention is given to supporting our history studies by involvement with our local heritage.

We encourage an investigative approach to history and wherever possible educational visits will be used to support our studies. One of our main aims is to encourage a sense of chronology.

Maths

What are the aims of our curriculum?

Mathematics teaches children how to make sense of the world around them through developing their ability to calculate, reason and solve problems.

Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. Our mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. We aim to support children to achieve economic well-being and equip them with a range of computational skills and the ability to solve problems in a variety of contexts.

The national curriculum for mathematics aims to ensure that all pupils:

  • Become fluent in the fundamentals of mathematics, including the varied and regular practice of increasingly complex problems over time.
  • Reason mathematically by following a line of enquiry, understanding relationships and generalisations, and developing an argument, justification or proof using mathematical language.
  • Can solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

How will teachers deliver the curriculum?

As a school, we have decided to follow White Rose Maths. The White Rose scheme of learning is designed to support a mastery approach to teaching and learning, as well as to support the aims and objectives of the National Curriculum. The White Rose scheme has number at its heart and a lot of time is spent reinforcing number to build competency. It also provides opportunities to build reasoning and problem-solving into each lesson. White Rose believes that all children, who are introduced to a concept, should have the opportunity to build on their abilities by following a concrete-pictorial-abstract approach.

Concrete – Children should have the opportunity to use mathematical objects to help them envisage what written numbers represent.

Pictorial – Children should have the opportunity to use pictures as representations to continue to support them in visualising what written numbers represent.

Abstract – Abstract learning is the use of digits and words to represent numbers.

EYFS

In Early Years, we focus on high-quality environments and meaningful interactions with staff and each other. Our enabling environment and skilful adult interactions support the children as they begin to link learning to their play and exploration. We place an emphasis on studying key skills of number, calculation measurement and shape so that pupils develop deep understanding and the correct mathematical language.

Pupils learn through games and tasks using concrete manipulatives which are then rehearsed and applied to their own learning during exploration. Pupils begin to develop these key skills during a daily maths input where they explore sorting, quantities, shape, number and counting awareness.

These early mathematical experiences are carefully planned to ensure pupils remember the content they have been taught and to support them with integrating their new knowledge across the breadth of their experiences and into larger concepts.

KS1 and KS2

To reflect the cohort groupings for 2020-21, we have adjusted the long term White Rose plan to enable similar topics to be delivered in our mixed age classes. We have ensured that units build on each other maintaining skill progression starting with place value and number. KS1 and KS2 are taught maths daily. There is a focus on mental arithmetic and pupils encouraged to learn times tables both at school and at home using our learning platforms. During maths sessions, pupils acquire and practise skills and have opportunities reason mathematically and use and apply their skills to solve problems.

Click here to view the Long Term Plan

What are the intended outcomes for pupils?

Pupils have a range of computational skills and the ability to solve problems with them. Pupils will achieve age related expectations in Maths at the end of their cohort year.

EYFS pupils

The Early Learning Goals in Maths are:

  • Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
  • Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

National Curriculum for KS1 pupils

The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools]. At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.

National Curriculum for Lower KS2 pupil (Y3 and Y4)

The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number. By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.

National Curriculum for Upper KS2 pupil (Y5 and Y6)

The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.

Mathematical Calculations Booklet

Do you ever watch your children doing their mathematics homework and get bewildered by the methods they are using?

Do you ever try to help but find it is difficult and it leads to frustration either on the part of you or your children?

Do you ever try to teach your child the methods you learnt at school and your child ends up confused?

Click here to access our calculations booklet

To help clarify the methods of calculation we use in school, for the four rules of number, you can click on the link above to access a booklet we have put together to help both you and your children.

As a general guide:

Reception, Year 1 and Year 2 use stages 1 – 3

Year 3 and Year 4 use stages 4 – 5

Year 5 and Year 6 use stages 6 – 7

There may however be times when your child remains on an earlier stage to enhance their understanding and confidence or is moved on to a higher stage.

Click here to view the Y1 Mid-Term Plan

Click here to view the Y2 Mid-Term Plan

Click here to view the Y3 Mid-Term Plan

Click here to view the Y4 Mid-Term Plan

Click here to view the Y5 Mid-Term Plan

Click here to view the Y6 Mid-Term Plan

Music

Music Progression Map

Singing, composition and musical appreciation are taught each week.

Peripatetic music tuition can be provided through the county’s music services, though it should be noted there is a charge for this service. Currently we have pupils learning guitar, violin and brass.

http://www.northyorkshiremusichub.co.uk/instrumental-tuition/request-lessons-music-service/

At Christmas each school has a nativity performance at their local community church and in the summer we have a summer production. Sometimes this is a musical production and other years it is a Variety Show of the high class talents we have in our schools.

Modern Foreign Languages

Learning Outcomes Overview French

MFL Long Term Plan

French is taught to all of the Key Stage One and Key Stage Two pupils on a weekly basis by a french specialist.

Where appropriate the children’s study is linked to the main theme being covered through other areas of the curriculum.

Physical Education

PE and Sport at Carlton and Bilsdale

Revised PE Curriculum Plan 20-21

At Carlton & Faceby and Bilsdale, we recognise the importance of Primary PE and Sport and the role it has to play in promoting long term, healthy lifestyles. Our children are offered a breadth of experiences in PE and Sport. They have opportunities to participate in activities such as games, dance, gymnastics and athletics. Every child is included in physical education and they are encouraged to be the best that they can be.

Association for Physical Education’s view of Physical Education is as follows:

The aim of physical education is to develop physical competence so that all children are able to move efficiently and safely and understand what they are doing. The outcome- physical literacy-is as important to children’s overall development as literacy and numeracy’.

At Carlton & Faceby and Bilsdale we promote the values of respect, friendship, courage, equality and inspiration giving the children knowledge, skills and motivation to establish and maintain a healthy lifestyle and enjoyment of physical activity and sport. We are committed to ensuring that every child has:

A sense of well-being.

A stronger sense of self-esteem.

Their co-ordination improves along with their rhythm and timing.

They show improved concentration and application to tasks

 

How does our PE curriculum set out the knowledge and skills that pupils gain at each stage?

It is our intention at Carlton & Faceby and Bilsdale, to teach children life skills that will impact positively on their future. We aim to develop a well-balanced, resilient child who is ready for the 21st Century. One who has skills and the knowledge that are required to help them to succeed and make healthy choices in our ever-changing modern world. Through participation in PE and extracurricular activities we provide the foundations for a healthy lifestyle and promotes character building, self-esteem and enjoyment in a variety of physical activities and challenges. High quality teaching and learning opportunities inspire and nurture children to succeed, that in turn teaches children how to co-operate and how to collaborate with others to understand fairness and equality.

The Implementation of our PE Curriculum

Children at Carlton & Faceby and Bilsdale participate in weekly high-quality PE and Sporting activities. The Primary PE Curriculum is designed to incorporate the development of children’s confidence, resilience and an appreciation of not only their own strengths and weaknesses but also that of their peers. All children from Reception to Year 6 are provided with the opportunity to engage in Extra Curricular Activities. An inclusive approach aims to encourage every child to be the best that they can possibly be. We teach the children the Social and Emotional aspects of PE as well as the Physical, which affects their mindset and improves their mental health and well-being. Children are encouraged to move out of their comfort zones and to challenge themselves on a daily basis; this includes competing in competitive sports. Staff are committed to ensure that every child has a sense of wellbeing, a stronger sense of self-esteem, improved concentration, improved co-ordination, along with co-operating and collaborating with others.

PE Curriculum Plan Autumn Term

Evaluating the Impact of our PE Curriculum

Increased levels of fitness and well-being of our children at Carlton & Faceby and Bilsdale, encouraged through not only the sporting skills being taught but through the underpinning values and disciplines that PE promotes. Children develop self -discipline, resilience; along with taking ownership for their own health and fitness. The PE Curriculum motivates children to use the underpinning skills that they have learnt in an independent and effective way to live happy and healthy lives.

At Carlton & Faceby and Bisldale, we incorporate the lifelong values borne from London 2012 Olympics as a foundation for supporting behaviour and academic progress across the school by way of adopting and displaying a commitment to the:

Olympic Values

Friendship

Excellence

Respect

Paralympic Values

Inspiration

Determination

Courage

Equality

 

Primary PE & Sports Premium

Schools receive PE and sport premium funding based on the number of pupils in years 1 to 6. This funding must be used to make additional and sustainable improvements to the quality of PE and sport we offer.

We use the premium to:

  • Develop or add to the PE and sport activities that we already offer.
  • Build capacity and capability within the school to ensure that improvements made now will benefit pupils joining the school in future years.

The school applies the following DfE Vision Statement to the core of all planned initiatives associated with the Premium:

‘All pupils leaving primary school physically literate and with the knowledge, skills and motivation necessary to equip them for a healthy, active lifestyle and lifelong participation in physical activity and sport’.

 

At Carlton & Faceby and Bilsdale we address progress in accordance with the nationally prescribed five indicators that are:

  • The engagement of all pupils in regular physical activity – the Chief Medical Officer guidelines recommend that all children and young people aged 5 to 18 engage in at least 60 minutes of physical activity a day, of which 30 minutes should be in school
  • The profile of PE and sport is raised across the school as a tool for whole-school improvement
  • Increased confidence, knowledge and skills of all staff in teaching PE and sport
  • Broader experience of a range of sports and activities offered to all pupils
  • Increased participation in competitive sport.

We comply with meeting the statutory requirement, as instructed by Department for Education, to ensure that information on the use of the Primary PE and Sport Premium is made available to parents on our school website. Whilst accountability rests with all schools by way of how the funding is spent, it is the case that all schools must annually provide online evidence of actual spend and long-term impact based upon the following areas:

  • The amount of premium received
  • A full breakdown of how it has been spent (or will be spent)
  • The impact the school has seen on pupils’ PE and sport participation and attainment
  • How the improvements will be sustainable in the future.

https://www.gov.uk/guidance/pe-and-sport-premium-for-primary-schools

https://www.gov.uk/government/publications/national-curriculum-in-england-physical-education-programmes-of-study

Science

Click here to view the Science Long Term Plan

Click here to view the Science Progression Map

In line with the new curriculum the children will undertake a wide range of scientific studies, promoting learning through first hand experience. Much of the science is topic based and can be approached in a variety of ways – group work, whole class work and individual investigations.

We aim to give pupils opportunities to observe, select and use appropriate equipment to design their investigations.

Testing and recording are taught in order to help pupils to present and interpret their results and to be able to construct fair tests.
Through science we encourage our pupils to develop a scientific way of understanding the world in which we live.

Religious Education

Religious education is provided within the framework of the guidance of the LEA and is non-denominational.  Because the school has voluntary aided status, at Carlton, the Governors are required to consider making provisions for Church of England denominational teaching under the Trust Deed for any pupils whose parent/guardian require such an arrangement.  To the present day there have been no such requests and the governors hope that the existing good educational practice whereby all pupils learn together in normal teaching groups will be able to continue.

The LEA agreed syllabus adopted by the school reflects some of the ideas contained in the Diocese of York’s Guidelines for Religious Education in Aided Primary Schools. Whilst our religious ethos is Church of England we ensure that the children are taught religious awareness and respect.

Understanding Christianity

To support our teaching and learning of Christianity in Religious Education we use Understanding Christianity. This resource supports our pupils in developing their own thinking and their understanding of Christianity, as a contribution to their understanding of the world and their own experience within it.

KS1 RE 2 Long Term Overview

KS2 RE Long Term Overview

 

 

 

 

 

Collective Worship

Collective worship follows the teaching of the Church of England as appropriate bearing in mind the age, aptitude and ability of our pupils. A broad approach is taken, in keeping with the inclusive character of the Anglican tradition and occasionally clergy from other denominations are invited to take part.

In line with the DFE guidance (July 2020), we will ensure:

Minimise contact between individuals and maintain social distancing wherever possible …. Groups should be kept apart, meaning that schools should avoid large gatherings such as assemblies or collective worship with more than one group. Singing, wind and brass playing should not take place in larger groups such as school choirs and ensembles, or school assemblies.